Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Abstract

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of ''day, night, and seasons'' for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

The Use of Augmented Reality in Formal Education: A Scoping Review

“…Although there is an acknowledgement that AR applications lead positive learning outcomes (Chen, & Wang, 2015;Radu, 2012), there was only three studies (11,19,22) focusing on the development of students' higher order thinking skills. However, the lack of or insufficient scientific evidence regarding the potential use of AR applications in supporting students' higher order thinking skills does not imply that researchers and educators should stop experimenting with those applications.…”

“…The value (Chen, & Wang, 2015) and importance (Lee, 2012) of using AR applications in formal education is studied with respect to various learning outcomes. For instance, researchers investigated whether AR enhanced multimedia learning improves the retention of the delivered content, and found that students using AR multimedia contents improved knowledge retention as opposed to those following a traditional course (Pérez-López, & Contero, 2013).…”

Artırılmış Gerçekliğin Fen Eğitiminde Kullanımının Tutum ve Motivasyona Etkisi

“…It is stated in these studies that the augmented reality provides important advantages in science education. However, studies have generally focused on the effect of augmented reality on cognitive factors (Bressler & Bodzin, 2013;Chen & Wang, 2015;Enyedy et al, 2012;Lin et al, 2013;Matcha & Rambli, 2013;Squire & Jan, 2007;Wang et al, 2014). The cognitive factors as well as affective factors (motivation, attitude etc.)…”

A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity

“…Similarly, in an academic setting "simulations, online learning environments, and modelling software" and other means gain popularity (Janssen & Lazonder, 2015, p. 910). Undoubtedly, the use of devices and online learning provides the new possibilities (Chen & Wang, 2015). In particular, the students can comprehend scientific material better due to the excessive use of advanced visuals (LaDue, Libarkin, & Thomas, 2015).…”